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Chap6 Focus Inquiry PDF
Chap6 Focus Inquiry PDF
Chapter 6
6.3
Independent Together
Inquiry Process
Activating
Choose a theme or topic.
Identify and record prior
knowledge.
Ask initial questions.
Explore and select
primary and secondary
sources.
Plan for inquiry.
Acquiring
Gather, process, and record
information.
Focus the inquiry.
Applying
Plan to express learning.
Create performance(s)/
demonstration(s)/product(s).
Celebrate and reflect.
6.4
The Student As
Reflective and
Active Learner
Formative
Assessment
Set learning
goals.
Focus
observation.
Develop criteria.
Participate in
conferences.
Plan and revise
instruction.
Reflect.
Celebrate
learning.
Chapter 6
Identifying criteria
for quality work is an
integral part of
independent inquiry.
Criteria building
may be the subject
of a mini-lesson.
As students
identify criteria,
they may be
posted on a wall
chart.
Criteria may be
revisited, revised,
and added to
throughout the
inquiry.
Establishing Criteria
At the onset of inquiry, the teachers focus is to keep the end in mind,
knowing that even in student-led inquiry, a final process,
performance, demonstration, or product will be an integral
component of summative assessment. As the inquiry proceeds, the
teachers and students ongoing assessments determine opportunities
for systematic instruction. Also, from the onset of the inquiry, the
teacher and students begin to identify the characteristics of quality
work (processes and products). As these characteristics become more
sophisticated, the evolving criteria are applied to the processes used
along the way and ultimately to the final process, performance,
demonstration, or product. Thus, the teacher and students may
discuss, for example, what a quality KWL chart, inquiry plan, or
design project looks like. (For more information on building criteria,
see BLM 2.)
Embedding Instruction in the Context of Inquiry
To address the learning outcomes of several curricula as well as the
needs of a wide range of students, instruction needs to be intentional
and focused on developing skills and strategies for independent
inquiry. Instruction may take the form of mini-lessons for the whole
class or for small instructional groups, shaped to address the needs of
students as they conduct their inquiry. Embedding instruction in the
context of ongoing inquiry helps students see the purpose of their
learning and gives them the opportunity to apply it immediately in
an authentic context.
The Guided
Planning Model
6.5
Independent Together
6.6
Chapter 6
Inquiry Process
Activating
TeacherLed
Shared/
Negotiated
StudentLed
6.7
Independent Together
Activating Stage
Preparing for learning involves accessing, clarifying, and extending
prior knowledge. The following strategies can be used in the
activating stage of the inquiry process:
Instruction: Learning, Teaching, and Assessment Strategies
How will I find out what students already know? / What will I see and hear?
Inquiry Process
Activating
TeacherLed
Shared/
Negotiated
StudentLed
6.8
Chapter 6
Primary sources
include
experiences of the
teacher and
students
observations from
field studies
explanations from
field trip guides
classroom guests
original diaries and
journals
interviews with
family members,
community
experts, and
Elders
Secondary sources
include
books: expository
texts, literary texts
videos and films
museums and
galleries
newspapers
brochures
websites
music, art, drama
6.9
Independent Together
6.10
Chapter 6
Assessment during
inquiry generally
focuses on two of
three processes:
inquiry skills
performances/
demonstrations/
products
group participation
Inquiry Process
Acquiring
TeacherLed
Shared/
Negotiated
StudentLed
6.11
Independent Together
6.12
Chapter 6
Applying Stage
Consolidating learning includes formulating and extending
knowledge. At the application stage of the inquiry process,
consolidating learning involves the following strategies:
Instruction: Learning, Teaching, and Assessment Strategies
How will I/they know what they have learned? / What quality of learning will
I/we see and hear?
Inquiry Process
Applying
TeacherLed
Shared/
Negotiated
StudentLed
6.13
Independent Together
6.14
Chapter 6
Multidisciplinary As students plan, conduct, reflect on, and celebrate their inquiry,
they learn and practise academic skills and strategies that address
Learning
through Inquiry the learning outcomes of various curricula.
In collaborating at every stage of the inquiry project, students
learn group skills and processes.
In recording and managing their ideas, students learn and use
organizing strategies such as concept maps and KWL charts.
In collecting and recording information, students learn
mathematics concepts and skills such as counting, measuring, and
graphing.
6.15
Independent Together
Resources
6.16
Chapter 6
6.17
Independent Together
6.18